UNIVERSITY OF LOUISIANA AT MONROE
Call #: 01982, Speech 101-07: Fundamentals of Speech Communication
(Tentative)
Instructor: Dr. Carl Thameling
Office: 120 Stubbs Hall
Phone: 342-3184 Office Hrs: MWF 1:30-4:00 p.m.; TH 9:30-10:30a.m.; F10-11:30a.m.
E-Mail Address: Thameling@ulm.edu Class meets TT, 11-12:15 p.m., ULIB 3E
Textbook:
Wood, J. T. (2006). Communication mosaics: An introduction to the field
of communication (4th ed.). Belmont, CA: Thomson-Wadsworth.
Course Description: This course will introduce students to the communication
processes and types of communication settings fundamental to the use and study of
communication. Processes, such as, perception, listening, meaning, engaging in verbal
and nonverbal communication, creating communication climates, and adapting
communication to people and contexts will be explored. Also examined, will be the
impact these processes have on the public speaking, small group, interpersonal (e.g.,
interviewing), organizational, technological, and mass communication setting. In short,
this is an introductory communication course that offers the student an overview of the
field of communication.
Course Objectives: In this course students will learn the basic theories, concepts, and
processes related to human communication that occurs in multiple communication
settings. Students will practice their understanding of the course material in small group,
interpersonal (interviewing) and public speaking settings in in-class and outside of
classroom assignments. Moreover, students will learn effective communication as it
applies to multiple professional and personal settings and relationships. Finally, a major
goal of this course is for the non-major and prospective communication major to acquire
a firm foundation for more advanced study in the field of communication.
Course Assignments: There will be three major graded sections of the course: (I)
Exams, (II) Assignments, and (III) Class participation:
I. Exams
Exam 1 (2/13/2007)
Exam 2 (2/22/07)
Final Exam (5/7/2007)
II. Assignments
Interview
Public Speaking
Group Communication
Points % of Grade
40
22
40
22
40
22
15
15
10
8.0
8.0
6.0
III. Class Participation
20
12
Exercises (individual & group) & Participate in in-class discussions
Grading: The grading scale for each assignment will generally follow a standard scale
such that 90% of the total points equal an "A to A-," 89-80% equals a "B to B-," etc.
Course Requirements: Attendance, tardiness of homework, general attitude toward
2
class assignments, peers, and instructor, plagiarism, completion of assignments, and
cell phones.
1. Attendance is expected, unless some documented emergency exists. For
instance, a doctor's excuse, a university letter from the Dean, or some other
written communication stating your absence is due to a medical or family
emergency. Personal excuses will be considered but will be documented as unexcused. See page 9 of the ULM Student Policy Manual (SPM) 2006-07 for
class attendance regulations. You have two personal days, use them for
emergencies, and you will receive an “F” for the course if you miss 3
unexcused class days.
2. Tardiness or late assignments: Late homework will be accepted in those
cases where a medical or family emergency has been documented, in all other
cases, no late work will be accepted or graded by me.
3. Respect for your peers and instructor is expected. Listen while others are
speaking, if late for class, observe classroom activity before entering the room,
and complete homework assignments at home. Conduct your manner as though
you are in a professional setting. If for some reason you cannot or will not
adhere to these expectations, then you will be asked to leave the classroom (see
pages 9 & 10, Classroom Behavior in ULM SPM 2006-2007).
4. University guidelines regarding cheating and plagiarism will be enforced.
Consult pages 7 to 9 in the ULM SPM 2006-07.
5. All assignments must be completed to get a passing grade in this class.
6. Using (dialing a number on, text-messaging, answering, or leaving the class to
answer of call on) a cell phone will be grounds for dismissal, unless approval by
the instructor for emergency use.
7. Accommodations for students with special needs can be achieved only after
the student has provided the proper documentation to the Counseling Center
(342-5220).
A note on Final Grades: Final grades will not be posted in the Department. They will
not be given out over the phone by the instructor or secretaries.
Students who wish to know their final grade may leave a stamped, self-addressed postcard/envelop with me before the last class meeting. Also, final course grades can be
obtained by checking the following web site: www.arrow.ulm.edu
WEEKLY SCHEDULE
Speech 101, Spring 07
Tentative
Week One
1/16-1/19
Introduction to the Course/Instructor, conduct a "get acquainted”
exercise; Chapters 1 (A 1st Look ) & 2 (Field of Communication)
Week Two
Chapters 2 & 3 (Perceiving & Understanding) & (Communication
3
1/22-1/26
in Interviews, Appendix, pp. 348-361, Discuss 1st Assignment)
Week Three
1/29-2/2
Chapters 3 & 4 (Verbal Communication)
Week Four
2/5-2/9
Chapters 4 & 5 (Nonverbal) & 13 (Public Communication)
Discuss Assignment 2
Week Five
2/12-2/16
1st Exam, Tues., Feb. 13 & Chapter 6 (Listening).
Week Six
2/19-2/23
Mardi Gras Holiday begins late, Friday, Feb. 16, 2007.
Classes resume, 8:00 a.m., Thurs., Feb. 22, 2007.
Week Seven
2/26-3/2
Conduct Interviews (4-5 minutes) & Speech Topics Due
Week Eight
3/5-3/9
Conduct Interviews (4-5 minutes)
Week Nine
3/12-3/16
Chapters 7 (Creating Communication Climates) & 8 (Adapting
Communication to Cultures and Social Communities)
Week Ten
3/19-3/23
Chapters 9 (Communication and Self Concept)
& 10 (Communication in Personal Relationships) 2nd Exam
March 23, Final date to drop courses or resign
Week Eleven
3/26-3/30
Return Exams & Speeches due (5-6 minutes)
Discuss Assignment 3
Week Twelve
4/2-4/6
Speeches due (5-6 minutes)
Chapters 11 (Communication in Groups and Teams, 12
(Communication in Organizations), 14 (Mass Communication) &15
(Communication Technologies)
Week Thirteen
4/9-4/13
Spring Holiday, April 6-15, 2007.Classes resume Mon., Apr.16.
Week Fourteen
4/16-4/20
Group Presentations
Week Fifteen
4/23-4/27
Group Presentations
Week Sixteen
4/30-5/4
Group Presentations & Last Week of Classes
FINAL EXAM
4
The final will cover chapters 11, 12, 14, & 15, in class lectures and will be given during
the examination period scheduled for this course, which is Monday, May 7, 2007, at
3:30-4:50 p.m. in ULIB 3-E.
DESCRIPTION OF EACH COMMUNICATION ASSIGNMENT
INTERVIEW: Assignment 1 asks that you conduct an employment interview. An
interview is an interpersonal setting where two people generally engage in a question
and answer format. The interviewer (in general, begins the interview and asks questions
of the interviewee) and interviewees (in general, answers the questions asked of him or
her by the interviewer) will cooperate with each other to identify a job agreeable to both.
The interviewer and interviewee will need to know the job well enough so that he/she
can create or answer questions (depending on the role assumed).
To prepare for this assignment the interviewer and interviewee will need to conduct
some research. Research will include, in addition, to a library or web search, interviews.
That is, the interviewer and interviewee might call to arrange an interview with a
manager who works in the community and hires individuals for the position decided upon
by you. Also, reading your text can help you prepare for this assignment. Finally,
checking with your academic counselor on campus can help in identifying the questions
you want to generate for this assignment.
The above might suggest you will only assume one role, the interviewer or interviewee.
In fact, you will assume both roles but at different times, and conduct the interview with
another person. Hence, you will have the opportunity to be an interviewer and at
another time assume the role of interviewee.
PUBLIC SPEAKING: Assignment 2 asks that you construct and deliver a persuasive
speech in 6 to 8 minutes in length. A persuasive speech is not an informative speech.
An informative speech increases an audience’s understanding of a topic; similar to a
lecture that would typically increase your knowledge on a course subject you had little
knowledge beforehand. A persuasive speech attempts to move the audience in the
direction of the speaker's beliefs. That is, the speaker wants the audience to believe as
he or she does on a topic. For example, the speaker might want you to believe (as he or
she does) that euthanasia is murder (while you might not have a similar belief). Grade
inflation, math anxiety, academic dishonesty, and cloning are other topics that lead to
different opinions. In many cases this assignment uses the emotional bases often
ignored in the informative speech. That is, since this speech is central to your beliefs and
you are seeking agreement from your audience, more emotional energy is invested in
this speech than in an informative speech.
To prepare for this assignment each student will need to identify a topic, conduct
research in the library or either on the web, create an outline, and practice the speech at
least four times at home before delivering it in class. That is, your opinions on your
chosen topic will be insufficient thought and preparation for this assignment. You will
need to locate in journal articles, interviews, magazines, and other credible reading
materials examples, statistics, testimony, and comparisons to prepare for this
assignment.
Overall, the goal of this assignment is to improve your thinking, speaking, and research
abilities. Above all, your confidence levels should be enhanced for after completing the
5
interviewing assignment and the speaking assignment you will have experienced two
major speaking assignments in this course.
GROUP DISCUSSION: Assignment 3 asks that you participate as a group member on
a panel. The group discussion will focus on a policy question generated by group
members before their assigned day to discuss in class. The instructor will help each
group identify a policy question to discuss in class.
A policy question often focuses a problem needing to be resolved. Group members
discuss and identify needed changes to resolve/solve the problem. That is, the group
will identify solutions or recommendations related to their chosen topic.
Your policy question will be a university related topic. For instance, "What should be the
university's policy concerning sexual assaults on campus?" You should notice the
phrasing of this question. It is not a leading question, e.g. "The university really does a
good job of handling sexual assaults problems on campus, doesn't it?" Nor should your
question suggest judgment of the university, "This lousy university needs to do
something about the high crime on this campus." However, the question should be
straight forward without suggesting some bias or opinion, much like the one given in the
beginning of this paragraph.
To prepare for this assignment, especially after the topic and question has been
identified, each group member will conduct independent research. Again, research
means going to the library, searching the web, reading journal articles, and conducting
interviews to gather relevant information. Examples, statistics, comparisons, and
testimony are the kinds of information/supporting materials you will be seeking while
researching for your topic.
The panel is a guided conversation held in the presence of an audience. The speakers,
usually three to six in number, possess special information or points of view on a
particular topic or problem. Under the direction of a leader, they engage in conversation
among themselves, but expressly for the benefit of the audience. Indeed, during most
panel discussions, the audience is ultimately invited to ask questions or make
comments. In a brief talk the leader outlines the procedure and introduces the topic and
panelists. Since panel members usually hold a special point of view, they may be asked
for short opening statements. The dangers, however, may offset the advantages by
turning the panel into a symposium, thereby destroying the spontaneity and
conversational informality.
OBJECTIVE OF PANELS
Panels give an audience the specialists’ insights and possibly encourage a future
course(s) of action, as panelists are rarely able to struggle through to a particular
solution. They are usually content with creating “audience concern” and clarifying some
potential answers. An incidental but important by-product of the panel discussion is its
ability to help some people realize that well-informed experts who hold widely divergent
points of view can disagree sharply and still maintain respect for each other.
When you serve as moderator or leader, you bear a heavy burden for the panel’s
success. You need not be an “authority” on the subject, but your duties will include:
6
1. Creating a friendly, informal atmosphere conducive to a lively, good-natured
discussion.
2. Clarifying procedures for the panelists and audience.
3. Tactfully guiding the discussion toward previously established goals.
4. Phrasing questions designed to probe and draw out discussion of unexamined
areas.
5. Keeping panelists aware of the audience.
6. Sensing the opportune time to open the discussion to the audience. Your
introduction should set the rules for audience participation, but throughout you may
offer spaced suggestions, for example, “In a few moments a member of our audience
may want to comment or question us about the statistics we’ve just presented.” No
sharp break in the discussion need occur to permit audience participation.
7. Recognizing yourself as a prober, organizer, mediator-not as a chief contributor,
authority, or source of all wisdom. The discussion should move easily and freely
among panelists with no necessity for formal recognition of each individual. If you as
a leader must speak after each contribution, the discussion may bog down and lose
its lively give-and-take spontaneity.
When you are a panelist, you share with the other members the major responsibility for
the substance and content of the discussion. The leader’s burden is considerably
lightened if all panelists carry out their roles. Responsibilities include:
1. Preparation and research no less thorough than is required of the public speaker. In
some respects, if you perform well, you face a more demanding task; you are
required to shift, adapt, and integrate your ideas with those of four or five other
persons. Careful listening in imperative.
2. Understanding the dramatic elements in the panel discussion. Too many panels
become oppressively dull because members seem unaware of the audience and
underplaying is far greater than any tendency to “ham it up.”
3. Suppressing your desire to give a “speech” or present your “facts” simply because
you have them.
4. Recognizing the need for excellent delivery.
5. Tact, a sense of humor, and a willingness to engage in a controversial discussion
without losing your good nature. Try to disagree, when necessary, without being
disagreeable.
AUDIENCE PARTICIPATION: THE FORUM
If the panel is successful, audience participation interlaces or follows the panelists’
opening portion. No formal break need occur. The moment for audience questions is
usually determined by the moderator’s awareness of someone’s desire to speak. The
moderator continues to direct and coordinate the discussion, recognizing speakers from
the audience and encouraging as many different persons as possible to speak. As
leader, you may have to rule tactfully on the relevance of questions, reward them, if
necessary, and sometimes direct them unobtrusively to specific panel members. As time
(typically about one hour) runs out, you need to adjourn the session by thanking the
panel and summarizing the positions impartially and briefly.
7
SMALL GROUP COMMUNICATION
PANEL DISCUSSION*
Here is a sample of an outline suitable for a 30-minute panel discussion:
[Intro.: 1 min.]
Purpose: To obtain audience involvement and
participation in
an important problem.
Question: What policy should the United States follow to halt the
spread of communism in Central America?
[Definition: 2 min.] 1. What terms need to be defined?
a. What do we mean by communism?
b. What do we mean by Central America?
[5 min.]
2. How widespread is communism in Central America?
[3 min.]
3. Is it likely to spread further?
[5 min.]
4. Why is communism gaining influence in Central America?
[12 min.]
5. What might our government do to stop the spread of communism
in Central America?
[Conclusion: 3 min.]

Source: Bormann, E.G. (1990), Small Group Communication: Theory & Practice,
Harper & Row
After completing this small group discussion assignment, you will have participated in
three major contexts systematically studied by communication scholars. These
communication assignments should prepare you for more advanced communication
courses which examine the three contexts more thoroughly and rigorously.
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INTERVIEW GRADING INSTRUMENT
Instructor: Carl Thameling, Ph.D.
Course: SPCH101: Fundamentals
Interviewer: _____________ Interviewee: ______________ Date: ______
1. Opening
+
avg
a. Rapport building…………………………………____ ____
b. Credentials……………………………………..…____ ____
c. Motivation………………………………………….____ ____
d. Position…………………………………………….____ ____
e. Purpose of Interview……………………………..____ ____
-____
____
____
____
____
2. Body
a. Relevant Questions……..………………………..____
b. Appropriate Questions..………………………..…____
c. Probed when appropriate…………………………____
____
____
____
____
____
____
3. Structure
a. Transitions………………..………………………….____
____
b. Thematic Questions…...……………………………____ ____
c. Arrangement of ideas/questions..………………….____ ____
____
____
____
4. Relationship Building
a. Active Listening (paraphrased, clarification, recognition)..____
____
b. Professional (language choice, attire, actions, climate) …. ____ ____
c. Verbal and Nonverbal feedback..………………..…____ ____
____
____
____
5. Conclusion
a. Summarizing the major points….………………….____
b. When interviewee will be contacted………….. ….____
c. What is next……………………....………………….____
____ ____
____ ____
____ ____
6. Delivery
a. energy level, physically (lively, animated, or flat)……..____
b. energy level, vocally (varied or monotonous)…………____
7. Time limit: a. exact _____
b. over _______
____
____
____
____
c. under ______
8. 2 copies of interview guide and resume: a. (y.) ______ b. (n.) ______
9. Interview Guide……………(+) _____ (avg.) _____ (-) incomplete ______
10. Recorded grade:_______
11. Grade Scale: (+) = A - B+, (Avg.) = B - C-, (-) = D+ - F
9
PUBLIC SPEAKING GRADING INSTRUMENT
Instructor: Carl Thameling, Ph.D.
Course: SPCH 101 Fundamentals
Student’s Name: _______________________ Date: __________
Speech Structure
Introduction
Attention Step
Thesis
Justification
Credibility
Preview
20%
Grade
Points
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Comments:
Body
30%
Assertions were stated
Concepts/ideas were clearly explained
Sources/References were cited appropriately
Support material was sufficient (evidence)
Transitions were stated
Internal summary
The audience was involved
Counterarguments offered
Comments:
Conclusion
20%
Main ideas were summarized
Thesis was restated
The speech ending note was effective
Comments:
Delivery
10%
Vocal (animated, monotone/flat, articulate)
Physical (animated, purposeful, or flat)
Comments:
Audience adaptation
10%
Material was adapted to audience
Topic selection was appropriate
Vocabulary was appropriate for the audience
Comments:
Outline
See outline for comments
10%
Grade Scale: (A) 4.0-3.55; (B) 3.54-2.75; (C) 2.74-1.75; (D) 1.74-.75; (F) .74-0
10
SMALL GROUP COMMUNICATION
PANEL DISCUSSION GRADING SHEET
Participant’s Name: _________________________________________________
(Individual factors 1-6)
1. Appropriate use of evidence
0
1
2
3
4
2. Quality of evidence
0
1
2
3
4
3. Well reasoned ideas
0
1
2
3
4
4. Clear and appropriate language
0
1
2
3
4
5. Clear and distinct voice
0
1
2
3
4
6. Spontaneity of presentation
0
1
2
3
4
0
1
2
3
4
8. Adaptation to audience
0
1
2
3
4
9. Clarity of purpose
0
1
2
3
4
10. Clarity of major ideas
0
1
2
3
4
11. Relationship of major ideas to purpose
0
1
2
3
4
12. Well developed subordinate ideas
0
1
2
3
4
13. Involved audience
0
1
2
3
4
14. Balanced member participation
0
1
2
3
4
7.
Response to audience (Group factors 7-14)
Add the scores for each item and divide by 14 to yield a number between 0
and 4.
Comments:
11
SMALL GROUP COMMUNICATION GRADING INSTRUMENT
INSTRUCTOR: CARL THAMELING, PH.D.
COURSE: SPCH101 FUNDAMENTALS
Participant: ______________________________________________________________
Section:
Round: __________________ Date: _______________
PARTICIPANT RATING SCALE*
1. Participant's contributions were goal oriented.
(Weight 1.0) 1 2 3 4 5
2. Participant initiated discussion on relevant issues.
(Weight 2.0) 1 2 3 4 5
3. Participant amplified contributions.
(Weight 1.0) 1 2 3 4 5
4. Participant was a consistently active contributor.
(Weight 0.5) 1 2 3 4 5
5. Participant introduced information from qualified sources to confirm, disconfirm, or otherwise
explore the developmental content of assertions.
(Weight 1.0) 1 2 3 4 5
6. Participant critically examined the bases for positions expressed.
(Weight 1.5) 1 2 3 4 5
Weighted average: _______________
Procedure: Each item is multiplied by its weight. The sum is then divided by 7. This operation produces a
score between1.0 and 5.0.
Definitions of numerical ratings: (1) Poor (2) below average (3) average (4) above average (5) excellent
* Adapted from Gouran, 1982, 1990
GROUP RATING SCALE
1. Agenda (written correctly and followed).
(Weight 1.0) 1 2 3 4 5
2. Discussion question (specific, obtainable, and correct).
(Weight 1.0) 1 2 3 4 5
3. Evidence (quality and quantity).
(Weight 2.0) 1 2 3 4 5
4. Spontaneity (natural and unplanned).
.
5. 0rganization.
(Weight 1.0) 1 2 3 4 5
6. Well prepared and informed.
(Weight 2.0) 1 2 3 4 5
7. Cooperative and considerate.
(Weight 1.0) 1 2 3 4 5
8. Motivation (involved others).
(Weight 0.5) 1 2 3 4 5
9. Nonverbal communication.
(Weight 0.5) 1 2 3 4 5
10. Reasoning (logical and analyzed).
(Weight 1.0) 1 2 3 4 5
(Weight 1.0) 1 2 3 4 5
Weighted Average: __________ Group Grade: __________ Recorded Grade: __________
Procedure: Each group item is multiplied by its weight. The sum is then divided by 11. This produces a score between
1.0 and 5. Grading Scale: (A) 4.6- 5.0 (B) 3.6-4.5 (C) 2.6- 3.5 (D) 1.6-2.5 (F) 1.0-1.5